The Effect of Twitter Use in an Educational Setting on Introverted and Extroverted Students Engagement in Class Discussi

Overview

Objectives/Goals This experiment is an investigation into the effect of Twitter# use in an educational setting on introverted and extroverted student#s engagement in class discussion, as measured by the number of comments added by each participant. Methods/Materials The participants were an opportunity sample of 21 student#s of both genders between the ages of 16 # 18, and were predominantly Caucasian, English-speaking students from a rural high school in the Western United States. Each participant was given an introversion-extroversion personality test to determine their temperament (9 introverted, 12 extroverted). A between-subject design was used; both samples watched a video lecture, while one verbally commented, and the other sample used Twitter to comment on the lecture. The independent variable was the use of Twitter to respond to lecture, and dependent variable was the number of comments received from the participants. The research hypothesis states that when students use Twitter# to electronically comment on a lecture they will add a significantly higher number of comments (tweets) than student#s who verbally comment on a lecture, such as in a traditional classroom setting. Materials: Consent Forms Computer Lab/Projector/Screen Twitter Accounts Introvert/Extrovert Personality Test Lecture Video/Modified YouTube video Questionnaire of Video Thoughts after lesson Results A one-tailed t-test was used to analyze and interpret the data, which was found to be significant with a 99.9% level of confidence; confirming the research hypothesis. Conclusions/Discussion The implication of using Twitter in an educational setting is that it will significantly increase classroom discussion, and give all students# an equal chance to contribute.

Awards (1)

• Third Place

Competition history

• CSEF 2013 Behavioral & Social Sciences · Entry S0415

Resources

• CSEF project summary ↗

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